Learners learn by comparing their own output with what others produces, thereby developing an awareness of their language
performance and its discrepancy with others.
B. Theoretical Framework
In this research, the researcher tries to evaluate the use of Dictogloss as a technique in teaching grammar to the first grade students of SMK Bopkri I
Yogyakarta . The researcher tries to investigate whether or not Dictogloss as a
technique has a positive effect to enhance the students’ mastery of simple past tense. There are some considerations in applying this technique, first because it is
a relatively simple one, second because it can help the students to learn from context and the third because it suits to the learners’ age.
Since language is used for communication, students sho uld not only know about the knowledge of language rules, but also are able to use the knowledge for
communication. As we know that many learners are able to give explanation of a grammatical rule or principle from the standard textbook, but then violate the rule
when using language communicatively. For example, there is a student who is
able to tell his friend to put an s at the end of the verb when making third person
singular declarative statement, but when he makes such statement, he leaves off
the s.
The first grade of vocational high school students is the basic step or good step for both the teacher and the students. It is an appropriate step for the teacher
to fix students’ misconception or mistake in learning English, especially grammar. So that, when the students face final examination they have already
prepared. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Since Dictogloss is a simple technique, the researcher hopes that by using this technique, the students are able to use the knowledge of language rules for
communication. Considering the students’ weaknesses in listening the target language forms, the teacher should be patient in dictating the passages which
contains the target language forms to the students. The steps the researcher did to investigate students’ progress in mastering
simp le past tense were: 1. Constructing the test of simple past tense.
2. Conducting the pilot test to determine the reliability coefficient of the test. 3. Scoring the test result and finding the reliability coefficient.
4. Administering the pre-test. 5. Implementing “Dictogloss”.
6. Administering the post-test. There are three things to consider in mastering simple past tense. They are
the form of simple past tense, the meaning of simple past tense, and the function of simple past tense. Also, there are six elements or common difficulties which
are faced by the students in mastering simple past tense. They are: the use of auxiliaries, adverbial of time, negative and interrogative form, regular and
irregular verbs.
C. Hypotheses
